CONCLUSION, RECOMMENDATIONS AND SUMMARY
6.2 SUMMARY
This study has recommended that Web Based Teaching and Learning (WBTL) environments in South Africa need to be encouraged to continue in a form of blended learning. It is safer for the facilitators to use both face-to-face and WBTL. As this is seen as a safer approach in this study. This is because if one considers the challenges that led to the failure of the E-Universities in promoting learning, one can see that tools will always need a human touch (Cardinali, 2004). This means that if something is not working online, it should be given to the face-to-face approach without compromising the quality of learning. Even if WBTL fails, there will always be a need for people to learn. Therefore, the two approaches (face-to-face and WBTL) need to be equally treated because, according to this study, it has become clear from the literature review and
findings (data) that facilitators were successful in their facilitation of learning because they use both of these approaches. For example, they all involved face-to-face in a form of a workshop before they introduce their WBTL courses.
In terms of Educational Technology (ET), they should use both Technology in Education (TIE) and Technology of Education (TOE) equally according to specific needs. If, for example, certain elements of TIE or TOE are not designed for WBTL, there is no need for the facilitators to force their way because that will end up affecting the whole process of learning. One good example from the findings is the case of Respondent 2b who uses the Web to reproduce course notes instead of linking the resources for the learners. This becomes a problem because if his university does not have enough space on the server to accommodate his other colleagues, his work will block other important resources from his colleagues. This may lead to a situation where his university is running short of space in the server.
In terms of TIE (tools or technologies) facilitators should choose the most suitable technology that would produce effective learning instead of using a certain tool just because it is new. TIE should not be used to take the place of the facilitators because learner-interaction level will become impossible. TIE online should be introduced step-by-step beginning with basic tools to the advanced ones to assist the learners who are using these tools for the first time (scaffolding).
On the other had, TOE (theories or approaches) should be used in the same way as TIE. More challenging tasks should come later, otherwise they push students away. As a result the researcher proposes in this study that an additional level of interaction (student-approach or cultural interaction) which can give learners time to figure out if s/he has the best or relevant approach to study a specific WBTL course has to be introduced. In most cases other students fail the course, not because they have a problem with content, but because of an approach that is not familiar to him or her (Mezirow, 1990). Other facilitators even start their assessment process for grading, while learner- interface interaction is still a problem to most of the learners.
Finally, the study has found that there are many ways that were used by the facilitators in acquiring knowledge and skills relevant to Educational Technology and WBTL. Facilitators’ experiences promoted relevant frames of reference (personal qualities, knowledge, Web technologies and online interaction experience and characteristics of constructivism) in them.
On the other hand WBTL environment involves the use of search engines in teaching and learning; design websites for teaching and learning; use Learning Management System in teaching and the three schools of thought (behaviourism, cognitivism and constructivism).
Therefore, facilitators should be aware of these parts in order to work comfortable with WBTL environments.
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Box 42707 Isipingo 4110
17 February 2005 Dear Principal / Vice-Chancellor
I am undertaking a research project on “design analysis of Educational Technologists Web-Based Teaching and Learning environment in South African Higher Education institutions”. Therefore, it will be highly appreciated if you could complete the attached questionnaires and email them as attachments to my email address
The Web is influencing the ways in which people are being educated and trained. South Africa, like any other developing countries, is forced to conduct studies of this nature in order to critically analyse the Web as a pedagogical resource in education and training.
Therefore, this study aims at providing valuable information on the web in teaching and learning as well as constructivism together with other important pedagogical issues that are used in teaching and learning (using the Web).